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A Two Way Street?

“Effective communication is 20% what you know and 80% how you feel about what you know.” Jim Rohn

Screencasting – The Experience

Because of the impending celebration of Halloween, it seemed only logical to play around with JING by creating a screencast of a ghost story.  Here is the result:

The Legend of the Axe Murderer

What I learned:

  1. This is a cool tool, and fun.  It brings out the creative juices. It is not complicated in its own right, and needs to be viewed as a simple way to communicate through both visual and auditory means.
  2. To do screencasting well (particularly using an unforgiving tool such as JING), requires planning and time – and comfort with JGE (Just Good Enough) results.  It is not meant to be a graphic masterpiece nor a feature film; however,
  3. It does have your name and your voice (two features that identify YOU).  Feeling comfortable both in authorship and with your own voice as recorded is important.  Words and inflection should be chosen wisely.

Screencasting – Further Investigation

Experiencing the tool was one thing, but it left me feeling as if this was a one-way push technology. How is this any better than a face-to-face lecture, just in a different context?  You can provide quick and easy tutorial for the masses, but what about the feedback?  The two-way street of communication that is so important in a community of practice?

In the Educause article, 7 things you should know about Screencasting, it mentioned, “Some faculty use screencasts to provide richer feedback on student performance than a marked-up paper offers.”  I wanted to know more, and discovered a great resource:  Teachertrainingvideos.com.  Russell Stannard created this website as the result of his passion for assisting teachers in using the tools of Web 2.0.  In this lecture at the International Association of Teachers of English as a Foreign Language (IATEFL) conference, he talks about using JING to create video feedback for student work.  This he did on a whim when a student submitted a paper – brought it up in JING and marked it, while discussing the reasons for his marks – 20% what you know, 80% how you feel about what you know.  The student was astounded, and a new way of providing feedback to his students began.

He goes on to talk about the next step – students all submitted papers.  Using their work and his additional thoughts, Stannard created a “model’ of the best answer to the question using JING and sent it to the students for them to conduct a self-evaluation of their paper.  They were to provide their own marks and bring them to the class session.  The students talked about their work with each other and measured their work against the model.  They learned where they were deficient in their answer and where they excelled.  They evaluated their own work.  They reflected on how to improve.

Does this method cover Chickering’s 7 Principles of Good Practice in Undergraduate Education?

  1. Encourages contact between students and faculty – check
  2. Develops reciprocity and cooperation among the students – check
  3. Encourages active learning – check
  4. Gives prompt feedback – check
  5. Emphasizes time on task – check
  6. Communicates high expectations – check and check
  7. Respects diverse talents and ways of learning – check

A two-way street – indeed.

“I’m a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they’re interested in.”  Bill Gates

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3 Responses to “A Two Way Street?”

  1. Cute — very cute! Happy Halloween.

  2. I always draw stick figures in my classes. I tell the students that they’re copyrighted and they laugh and copy them anyway.

    Thanks for the 20/80% quote.

  3. […] so far from it. Well, I do see some of the points that consider screen casting as one way (ref: Joanne Huebner). I feel this too, but also see that if there can be times when one-way information can be a part […]


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